Browsing by Author "Sbai, Ikrame"

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    Experiences and Perceptions of Teachers and Parents about the Impact of the Moral Education Program Implementation in Dubai Schools
    (The British University in Dubai (BUiD), 2019-10) Sbai, Ikrame
    Children are born as a blank slate, they need adults’ guidance to survive in their societies. From the old times, the major mission of schools was to equip students with both intellectual and moral values. The United Arab Emirates UAE acknowledges the role of Moral Education in helping young children to develop their own values and beliefs. To build a sustainable society based on respect, tolerance and ethics and to develop the next generation of leaders who are actively productive in their communities, the Moral Education policy was introduced in the UAE private and public schools for the 2017-2018 academic year. Therefore, this study aims to explore the impact of the implementation of the Moral Education policy in Dubai schools. A qualitative research design was used in this study. Teachers’ data was collected through a qualitative survey to explore their experiences and perceptions about the impact of the Moral Education policy in Dubai. On the other hand, interviews were used with parents for data collection. The research findings revealed that there is a lack of parents’ involvement with children’s academics, which is an essential factor for the effective implementation of the Moral Education program. Also, the study indicated that the Moral Education program is on the right path towards building students’ character traits and preparing more responsible individuals who have a sense of morality and appreciation of the UAE culture and other cultures.
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    Investigating the Perception of K-12 Teachers on their Assessment Literacy and Obstacles Hindering the Implementation of Effective Assessments in Dubai private schools
    (The British University in Dubai (BUiD), 2018) Sbai, Ikrame
    Assessing learners’ performance is endemic in learning. Teachers bear the responsibility of assessing their students regularly to confirm that learning has happened. However, many teachers do not use assessment as a tool to improve learning, but only as an evaluation tool to judge students’ achievement. Research shows that assessment should be used to improve the learning experience of learners and the assessment results should be interpreted for this sake. Many teachers are not prepared on how to use assessments effectively in their classrooms. Several previous studies have indicated that teachers have weak assessment skills, either skills for designing and developing assessments or interpreting the results. In the United Arab Emirates UAE there is a big emphasis on the effective teaching and assessment to achieve the 2021 UAE educational vision. This study explores k12 teachers’ perception of their own assessment literacy in the UAE, as well as the obstacles that hinder them from conducting effective assessments for their students. The participants are teachers working in different schools in Dubai, with different years of experience and are distributed between females and males. A mixed design questionnaire was used as a data collection method. The research results indicated that teachers have a high perception about their assessment literacy. Teachers are also using a range of traditional assessment strategies in their classrooms to assess students. However, most of the teachers are using assessment only to evaluate students’ performance instead of improving the learning experience. One of the main obstacles that face teachers with assessment is the large number of students in the classroom and the lack of training.